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Test-induced anxiety with children.

C S Newmark, D Wheeler, L Newmark

    Journal of Personality Assessment
    |August 1, 1975
    PubMed
    Summary
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    Children

    Area of Science:

    • Child psychology
    • Psychological assessment
    • Anxiety research

    Background:

    • Childhood assessment involves various tools, each with unique properties.
    • Understanding the psychological impact of different assessment types is crucial.
    • Anxiety can influence test performance and experience in children.

    Purpose of the Study:

    • To investigate the impact of different psychological tests on children's state anxiety.
    • To compare the anxiety-inducing effects of ambiguous versus structured assessments.
    • To examine the stability of trait anxiety during testing sessions.

    Main Methods:

    • Thirty-five elementary school children participated.
    • Administered Wechsler Intelligence Scale for Children (WISC), Rorschach, Children's Apperception Test (CAT), and Sentence Completion Test.

    Related Experiment Videos

  • Assessed state and trait anxiety before and after each test in a counterbalanced order.

    • Main Results:

    • State anxiety significantly increased after the Rorschach and WISC.
    • The CAT and Sentence Completion Test did not significantly alter state anxiety.
    • Trait anxiety remained stable across all testing conditions.

    Conclusions:

    • Ambiguous, school-related tests like the WISC and Rorschach may heighten children's anxiety.
    • Structured tests (CAT, Sentence Completion) appear less anxiety-provoking for children.
    • Assessment choices can impact children's emotional state during evaluation.